If research has indicated for years that the instructionist method alone is not meeting the needs of our learners how do we start moving into new directions (Sawyer, 2006; Brandsford, Brown & Cocking, 2000)?
Over the last number of decades our collective understanding of how learning may happen has evolved and continues to evolve. Behaviorism, cognitivism, constructivism, constructionism, connectivism are all theories that have developed as a means to try and better understand human learning (Brandsford, et al., 2000; Sawyer, 2006; Kafai, 2006; Siemens, 2014).
Project, problem, design based, participatory, and activity based learning are some of the techniques that have been developed based on our understanding of how people learn (Friesen, 2014; Brandsford, et al., 2000).
Newman, Marks and Gamoran’s (1996) articulate that just promoting activity based teaching methods is not sufficient because this can lead to engaging in activities that are superficial, but authentic activity based learning digs deep with activities that mirror real work situations within context.
In the end children (generic, the learner) should be engaged in actively doing something real and authentic.
Our Problem
Move from instructionist approach to participatory environments that engage students in authentic activities? GG
Our Approach
In an attempt to move away from the superficial and into the realm of deep learning our approach will focus of the creation of participatory learning environments that engage students in authentic intellectual work.
The question remains, what are some of the technologies that can support this type of learning environment?
What makes up the context of these learning environments?
References
Bransford, J. D., Brown, A. L., & Cocking, R. (2000). How people learn: Brain, mind, experience, and school (Expanded edition). Washington, DC: National Research Council.
Friesen, S. (2013). Inquiry Based Learning. In R.C. Richey (Ed.) Encyclopedia of Terminology for Educational and Communications and Technology. New York, NY: Springer.
Kafai, Y. B. (2006). Constructionism. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 35-46). New York, NY: Cambridge University Press. (Chapter 3)
Newmann, F.M., Marks, H. M., Gamoran, A. (1996). Authentic Pedagogy and Student Performance. American Journal of Education 104(4), 280-312.
This might be an interesting article for you to look at. If you need to get the article let me know I have access to it through my library: Huang, W. D. (2010). An evaluation on wiki's effect in enhancing online learning interactions. Journal of Online Learning and Teaching, 6(1), 1. Retrieved from http://search.proquest.com/docview/1497198444?accountid=3056
Here is another one:
Fu, H., Chu, S., & Kang, W. (2013). Affordances and constraints of a wiki for primary-school students' group projects. Journal of Educational Technology & Society, 16(4), 85-n/a. Retrieved from http://search.proquest.com/docview/1462203798?accountid=30568
- KB
Inquiry based learning. If research has indicated for years that the instructionist method alone is not meeting the needs of our learners how do we start moving into new directions (Sawyer, 2006; Brandsford, Brown & Cocking, 2000)? Over the last number of decades our collective understanding of how learning may happen has evolved and continues to evolve. Behaviorism, cognitivism, constructivism, constructionism, connectivism are all theories that have developed as a means to try and better understand human learning (Brandsford, et al., 2000; Sawyer, 2006; Kafai, 2006; Siemens, 2014). Project, problem, design based, participatory, and activity based learning are some of the techniques that have been developed based on our understanding of how people learn (Friesen, 2014; Brandsford, et al., 2000). Newman, Marks and Gamoran’s (1996) articulate that just promoting activity based teaching methods is not sufficient because this can lead to engaging in activities that are superficial, but authentic activity based learning digs deep with activities that mirror real work situations within context. In the end children (generic, the learner) should be engaged in actively doing something real and authentic. In an attempt to move away from the superficial and into the realm of deep learning our approach will focus of the creation of participatory learning environments that engage students in authentic intellectual work. The question remains, what are some of the technologies that can support this type of learning environment? What makes up the context of these learning environments: Robin (Greeno’s definition) References Bransford, J. D., Brown, A. L., & Cocking, R. (2000). How people learn: Brain, mind, experience, and school (Expanded edition). Washington, DC: National Research Council. Friesen, S. (2013). Inquiry Based Learning. In R.C. Richey (Ed.) Encyclopedia of Terminology for Educational and Communications and Technology. New York, NY: Springer. Kafai, Y. B. (2006). Constructionism. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 35-46). New York, NY: Cambridge University Press. (Chapter 3) Newmann, F.M., Marks, H. M., Gamoran, A. (1996). Authentic Pedagogy and Student Performance. American Journal of Education104(4), 280-312. Siemens, G. (2014). Connectivism: A learning theory for the digital age.
Inquiry Based Approaches to Learning
Background
If research has indicated for years that the instructionist method alone is not meeting the needs of our learners how do we start moving into new directions (Sawyer, 2006; Brandsford, Brown & Cocking, 2000)?
Over the last number of decades our collective understanding of how learning may happen has evolved and continues to evolve. Behaviorism, cognitivism, constructivism, constructionism, connectivism are all theories that have developed as a means to try and better understand human learning (Brandsford, et al., 2000; Sawyer, 2006; Kafai, 2006; Siemens, 2014).
Project, problem, design based, participatory, and activity based learning are some of the techniques that have been developed based on our understanding of how people learn (Friesen, 2014; Brandsford, et al., 2000).
Newman, Marks and Gamoran’s (1996) articulate that just promoting activity based teaching methods is not sufficient because this can lead to engaging in activities that are superficial, but authentic activity based learning digs deep with activities that mirror real work situations within context.
In the end children (generic, the learner) should be engaged in actively doing something real and authentic.
Our Problem
Move from instructionist approach to participatory environments that engage students in authentic activities? GGOur Approach
In an attempt to move away from the superficial and into the realm of deep learning our approach will focus of the creation of participatory learning environments that engage students in authentic intellectual work.The question remains, what are some of the technologies that can support this type of learning environment?
What makes up the context of these learning environments?
References
Bransford, J. D., Brown, A. L., & Cocking, R. (2000). How people learn: Brain, mind, experience, and school (Expanded edition). Washington, DC: National Research Council.
Friesen, S. (2013). Inquiry Based Learning. In R.C. Richey (Ed.) Encyclopedia of Terminology for Educational and Communications and Technology. New York, NY: Springer.
Kafai, Y. B. (2006). Constructionism. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 35-46). New York, NY: Cambridge University Press. (Chapter 3)
Newmann, F.M., Marks, H. M., Gamoran, A. (1996). Authentic Pedagogy and Student Performance. American Journal of Education 104(4), 280-312.
Siemens, G. (2014). Connectivism: A learning theory for the digital age. Online:
http://www.elearnspace.org/Articles/connectivism.htm
This might be an interesting article for you to look at. If you need to get the article let me know I have access to it through my library:
Huang, W. D. (2010). An evaluation on wiki's effect in enhancing online learning interactions. Journal of Online Learning and Teaching, 6(1), 1. Retrieved from http://search.proquest.com/docview/1497198444?accountid=3056
Here is another one:
Fu, H., Chu, S., & Kang, W. (2013). Affordances and constraints of a wiki for primary-school students' group projects. Journal of Educational Technology & Society, 16(4), 85-n/a. Retrieved from http://search.proquest.com/docview/1462203798?accountid=30568
- KB
Inquiry based learning.
If research has indicated for years that the instructionist method alone is not meeting the needs of our learners how do we start moving into new directions (Sawyer, 2006; Brandsford, Brown & Cocking, 2000)?
Over the last number of decades our collective understanding of how learning may happen has evolved and continues to evolve. Behaviorism, cognitivism, constructivism, constructionism, connectivism are all theories that have developed as a means to try and better understand human learning (Brandsford, et al., 2000; Sawyer, 2006; Kafai, 2006; Siemens, 2014).
Project, problem, design based, participatory, and activity based learning are some of the techniques that have been developed based on our understanding of how people learn (Friesen, 2014; Brandsford, et al., 2000).
Newman, Marks and Gamoran’s (1996) articulate that just promoting activity based teaching methods is not sufficient because this can lead to engaging in activities that are superficial, but authentic activity based learning digs deep with activities that mirror real work situations within context.
In the end children (generic, the learner) should be engaged in actively doing something real and authentic.
In an attempt to move away from the superficial and into the realm of deep learning our approach will focus of the creation of participatory learning environments that engage students in authentic intellectual work.
The question remains, what are some of the technologies that can support this type of learning environment?
What makes up the context of these learning environments: Robin (Greeno’s definition)
References
Bransford, J. D., Brown, A. L., & Cocking, R. (2000). How people learn: Brain, mind, experience, and school (Expanded edition). Washington, DC: National Research Council.
Friesen, S. (2013). Inquiry Based Learning. In R.C. Richey (Ed.) Encyclopedia of Terminology for Educational and Communications and Technology. New York, NY: Springer.
Kafai, Y. B. (2006). Constructionism. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 35-46). New York, NY: Cambridge University Press. (Chapter 3)
Newmann, F.M., Marks, H. M., Gamoran, A. (1996). Authentic Pedagogy and Student Performance. American Journal of Education 104(4), 280-312.
Siemens, G. (2014). Connectivism: A learning theory for the digital age.